Emotional Maturity

Family is essentially made of those people who look after, who play a crucial role in our upbringing and who teach us such lessons in life. This thesis is intended to explore the major effects on adolescents with separated parents in terms of Emotional Maturity, Interpersonal Communication, and Anxiety. The researchers also compare variables to adolescents with non-separated parents. The scope of this study was given to 50 adolescents ages 17-21 with separated parents and 50 who were in intact families from Lyceum of the Philippines University-Batangas (N=100, 50 for non separated and 50 for separated).The researchers used quantitative method. Anova and Pearson-R were used to determine the results. The results show that the three variables have significant differences on separated parents. While Anxiety has a bigger impact on those adolescents with separated parents than with the non separated, Interpersonal Communication has no significant difference on adolescents with non separated parents. INTRODUCTION Karl Zinsmeister (2001)noted that " We talk about drug crisis, the educational crisis and the problem of teen pregnancy and juvenile crime. But all these ills trace back predominately to one source: broken families ". Family is the basic unit of society. It is composed of a mother father and children who live in home. A word ―home‖ may be alternated to the word ―house‖ but is more appropriately referring to the material structure, whereas ―home‖ refers to the intangible things that bind together the family members. It is the immeasurable and priceless love and care that keep one family together. A country can be productive and governance will be effective if the citizens are properly oriented of good values and virtues, which is commonly taught

The present study was aimed at developing “Emotional Maturity Scale” with five dimensions namely [Emotional Responsibility (ER), Emotional Stability (ES), Emotional Honesty (EH), Emotional Assertiveness (EA) and Social Maturity (SM)]. After a thorough study of the emotional maturity construct, 102 items were constructed and the expert’s opinion was undertaken. The items were modified according to their suggestions which served as a preliminary draft. A purposive sample of 50 students (25 males and 25 females) was selected from secondary schools of Aligarh city to ensure communication effectiveness. A sample of 200 secondary school students (100 males and 100 females) was selected from secondary schools of Aligarh city for the final try-out. After item analysis, 66 items were retained on the basis of their t-values. The Cronbach’s Alpha coefficient method gave the reliability of the test equal to 0.85 and the Pearson’s coefficient of correlation values between the subset scores and total scores values were high and statistically significant which consequently ensures the validity of the scale.

The researcher conducted a study to find out the relationship between Emotional maturity and Mental health of higher secondary students. A sample of 200 XI standard students were selected from six higher secondary schools in Melmalaiyanur block of Viluppuram district in Tamil Nadu using random sampling technique. The data were collected using survey method for the study. Emotional maturity scale standardized by Dr.Yashvir Singh and Dr.Mahesh Bhargava (2012) and Mental health scale Standardized by Peter Becker (1989) were administered to collect the data. Percentage analysis, Mean, SD, ‘t’ test and Pearson product moment correlation coefficient were the techniques used to analyze the data. The findings of the study revealed that 8.5% higher secondary students only had high level emotional maturity and 10.0% students had high level mental health. Regarding emotional maturity mean score of girls was higher than boys but there was no significant difference in terms of locality of students. No significant difference was found between mental health of students in terms of gender and locality of school. There was a significant correlation between emotional maturity and mental health of higher secondary students. Hence counselors and teachers should adopt intelligent strategies to create supportive and favorable educational climate for the students to develop emotional maturity and mental health to cope up with stress and face challenges in all the sphere of life.

The aim of the present study is to find out where there is any relationship between the coping strategy and emotional maturity of student teachers at secondary level. The study was carried out on a sample of 64 students of B.Ed colleges. The tools used fro the present study were Scale of Coping Strategy (Jemy,2017) and Scale of Emotional Maturity (Malini & Jemy, 2017). The statistical techniques used were Percentage Analysis and Pearson's Product Moment of Correlation. The findings revealed that there exists a positive moderate correlation between the coping strategy and emotional maturity of student teachers at secondary level.

Family is essentially made of those people who look after, who play a crucial role in our upbringing and who teach us such lessons in life. This thesis is intended to explore the major effects on adolescents with separated parents in terms of Emotional Maturity, Interpersonal Communication, and Anxiety. The researchers also compare variables to adolescents with non-separated parents. The scope of this study was given to 50 adolescents ages 17-21 with separated parents and 50 who were in intact families from Lyceum of the Philippines University-Batangas (N=100, 50 for non separated and 50 for separated).The researchers used quantitative method. Anova and Pearson-R were used to determine the results. The results show that the three variables have significant differences on separated parents. While Anxiety has a bigger impact on those adolescents with separated parents than with the non separated, Interpersonal Communication has no significant difference on adolescents with non separated parents.

Humor is a highly valued and most favorably evaluated personality trait in many cultures. An increased sense of humor helps the individual deal in a more positive and growth-oriented fashion with a variety of life circumstances and situations. The present study aims to understand whether the humor has a positive effect on the matured emotional behavior. 60 college students were selected using convenient sampling method out of which 42 are girls and 18 are boys. Multidimensional Sense of Humor Scale (MSHS, Thorson & Powell, 1991) and Emotional Maturity Scale (EMS, Singh &Bhargava, 1988) are used to measure humor sense and emotional maturity. Results indicated that sense of humorhas a significant role in emotional maturity of the college students.

Emotional maturity refers to ability to understand, and manage, emotions. Emotional maturity enables to create the life desire. A life filled with happiness and fulfillment; define success in our own terms, not societies, and strive to achieve it. Emotional development is one of the major aspects of human growth and development.

The aim of the present study is to examine the emotional maturity level among the students of higher secondary schools. Emotional Maturity Scale (EMS) developed and administrated by investigator self was used to measure emotional maturity of students. The study comprised to a small sample of 100 students of four Higher Secondary Schools from based on rural and urban areas in Bongaon Town, State of West Bengal. The reliability was calculated which were 0.72. After analysis of the results, it was found that all H.S. School students have emotionally matured. The results revealed that there is no significant difference in Emotional Maturity of H.S. School Level students based on their Gender and Location.

The purpose of this study was to analyze the emotional maturity of secondary school girls living in the city of qom based on the emotional environment of their family at home and the level of religiosity of their parents (N=4980). The research method was descriptive-correlational. The test sample was selection of 357 students who were studying during the year of 2016-2017 and this selection was based on multistage cluster random sampling. The tools used for analysis were three questionnaires based on emotional maturity questionnaire (Singh and Bahargawa, 1991), emotional environment of family namely: (Hill Burn, 1964), Parental Religiousness Questionnaire (Greenwind, 1998).
Results:  based on the results a strong correlation was seen between emotional maturity and the emotional environment of one`s family (P<0/01) as well as between emotional maturity and the level of religiosity of one`s parents (P<0/01).  The change in the emotional environment of the family had 9/99 % effect emotional maturity whereas the level of religiosity had a 1/04 % effect. The overall results showed that emotional atmosphere at home and the religiosity of one`s parents are key factors leading to the emotional maturity of adolescent girls.Therefore, in order to promote the emotional development of children, effective training is required to provide a suitable emotional environment at home as well as to educated parents on religious matters and issues.

Еще день, еще два свою ношу нести И не ждать ниоткуда подмоги. Еще шаг, еще шаг по дорогам брести...» М. Митчелл «Унесенные ветром»[1] Маленький Принц и большие ожидания Новая зрелость в современном западном обществе Медийный феномен «кидалта» В последние десять лет, кажется, не существовало значительного западного издания, которое не опубликовало бы хотя бы один материал, посвященный теме «кидалтов» (слово, произведенное от англ. kid -«ребенок», и adult -«взрослый»). «Вебстер» разместил на своих страницах слово kidult в 2004 году, и тогда же выбрал слово adutescent (adult + adolescent, «подросток») «словом года» [2]. В последний год российские издания подключились к процессу описания подразумеваемого феномена и введения в активный язык слова «кидалт», несмотря на его удивительную неблагозвучность для русского уха. В частности, «Профиль» вышел со статьей «Как стать кидалтом» в январе 2007 года[3], TimeOutс масштабным материалом «Синдром Карлсона» в сентябре того же года[4], «Новые известия» -со статьей «Впали в детство» в январе 2008 года[5].

Emotional maturity signifies one's ability to apprehend and deal with his emotions. In complex situations, ones level of emotional maturity is an extensive factor that determines one ability to cope with the situation. Secondary school stage is the period of life that is characterized by various physical, cognitive and emotional changes. Education is the process for overall development. The secondary school stage plays prominent role in the personal as well as the professional development. There are many factors that effects the emotional maturity of the students, academic achievement and study habit being the two important one. The present study concerns with assessing the effect of emotional maturity on the study habit and academic achievement of secondary school students. Emotional Maturity Scale constructed by Tara Sabapathy, Study Habit Scale by Dimple Rani and M.L. Jaidka and for assessing the academic achievements total marks of previous account were taken into consideration. The study has been conducted on a sample of 336 secondary school students of Aligarh district. Statistical techniques like mean, Pearson correlation, MANOVA with three way design i.e. (2×3×3) were used. The study leads to the conclusion that there exists a strong and positive relationship between emotional maturity, study habit and academic achievement. Further, there exists a non-significant multivariate interaction effect of gender, type of school and emotional maturity on the combined variables study habit and academic achievement.

The present study focuses towards assessing the Internet Usage and Emotional maturity of the secondary school students. The sample for the study is 200 students of class IX and X of Jalandhar district. The data has been raised randomly and the tools of data collection are Internet Usage Scale by Saini S. and Kaur P. (2017) and Emotional Maturity Scale by Singh Y. and Bhargava M.(2012). It was found that male and female students have significant differences in their internet usage and emotional maturity. The Internet Usage of males is more than females where as the emotional maturity of females is more than the males. Further a significant correlation was found between the Internet Usage and Emotional maturity. The students with high internet usage reported low level of emotional maturity and vice versa.

Today’s youth is as restive, impatient with hypocrisy of the past and the dichotomy between precept and practice, and as stout a protagonist of recognition of his and others’ identities, as was the youth of the time when Christ was not but Socrates was and commented on the youths. Because of the fleeting nature of youth, the young plunge into action before they could afford to plan something to achieve a well-chosen aim which would remove the incongruities which appeared intolerable to them

Personal values are depend up on family education, society and friends, religious back ground, docratic, aesthetic, economic and knowledge are also place an important role to develop good personal values. Some people with powerful minds can up-tain good personal value irrespective of their back ground. Religious make a person to live to walk in right way. Any does not teach to steal to murder, to act frugality and to abuse others especially woman. Any religious should not make the youth to become terries a person can give value to his own religion. But he has no Wright disrespect criticize and abuse other religious. In this modern age money place and important role to mould the human life. Good economic back ground makes youth self confident. We can earn money by hard working or illegally.

The purpose of this study was to compare self-concept, gender role and emotional maturity in children with and without parental divorce experience. The research method was descriptive, causal-comparative and in terms of post-event time. The statistical population was divided into two groups including all children 12 to 18 years old with and without parental divorce experience in Tehran in the year 1398. Using random sampling method from each group, 100 children volunteered to go to schools. The city of Tehran was selected as the statistical sample. Data collection tools included 3 Beck Self-Concept Questionnaires (1990), the Short Form of Gender Conflict Role Scale (O'Neill et al., 2012), Singh's and Baharagawa's Emotional Maturity Scale (1991). The results of data analysis using independent T-test and analysis of variance (MANOVA) in SPSS-22 software showed that there is a significant difference between children with and without parental divorce on gender role and emotional maturity scales. There was no significant difference in self-concept scale (p <0.05). Therefore, concluded that Parental divorce also affects their success, limited emotional attachment, emotional stability, emotional return, personality breakdown, social incompatibility, and lack of independence for their children.

Emotional Maturity is a natural and inevitable essential outcome of student growth and development. The Emotional maturity becomes important in the behavior of individuals. As the students are the pillars of the future generations, their value pattern of Emotional Maturity are vital. The purpose research attempted to study the Gender Difference on Emotional maturity. To study by research seared variables in Gender and Emotional maturity sub factor. The sample has 80 college students in 40 were Urban (20 Male and 20 Female) College Students and 40 Rural (20 Male and 20 Female) College Students. The scale was used for data collection Emotional Maturity Scale by Singh and Bhargava (1990). Factorial design was used and data were analysis by Mean, SD and&#39;F&#39; values. Results show that Urban Students high Emotional Unstability, high Emotional regression, high Social maladjustment, high Personality disintegration, high Lack of independence and high Emotional maturity than Rural Stude...

The present study focuses towards assessing the Internet Usage and Emotional maturity of the secondary school students. The sample for the study is 200 students of class IX and X of Jalandhar district. The data has been raised randomly and the tools of data collection are Internet Usage Scale by Saini S. and Kaur P. (2017) and Emotional Maturity Scale by Singh Y. and Bhargava M.(2012). It was found that male and female students have significant differences in their internet usage and emotional maturity. The Internet Usage of males is more than females where as the emotional maturity of females is more than the males. Further a significant correlation was found between the Internet Usage and Emotional maturity. The students with high internet usage reported low level of emotional maturity and vice versa.

Emotional maturity (EM) is defined as the ability of an individual to respond to
situations, control emotions, and behave in an adult manner when dealing with others. EM is
associated with adult learning skill, which is an important aspect of professional development
as stated in the principles of andragogy. These principles are basically a characteristic feature of
adult learning, which is defined as “the entire range of formal, non-formal, and informal learning
activities that are undertaken by adults after an initial education and training, which result in the
acquisition of new knowledge and skills”. The purpose of this study is to find out the influence of
EM on adult learning among Years I and II medical students of Universiti Sultan Zainal Abidin
(UniSZA). The study population included preclinical medical students of UniSZA from Years
I and II of the academic session 2015/2016. The convenient sampling technique was used to
select the sample. Data were collected using “EM scale” to evaluate emotional level and adult
learning scale to assess the adult learning scores. Out of 120 questionnaires, only six response
sheets were not complete and the remaining 114 (95%) were complete. Among the study participants,
23.7% (27) and 76.3% (87) were males and females, respectively. The data were then
compiled and analyzed using SPSS Version 22. The Pearson’s correlation method was used to
find the significance of their association. The results revealed a significant correlation between
EM and adult learning scores (r=0.40, p<0.001). Thus, the study result supports the prediction,
and based on the current findings, it can be concluded that there is a significant correlation
between EM and adult learning and it has an effect on the students. Medical faculty members
should give more emphasis on these aspects to produce health professionals. Henceforward,
researchers can expect with optimism that the country will create more rational medical doctors

Saat ini beberapa sekolah menyelenggarakan dua program belajar yaitu program reguler dan akselerasi. Program akselerasi dikhususkan bagi siswa yang berbakat akademik. Penelitian ini bertujuan untuk mengetahui hubungan antara kematangan emosi dengan penyesuaian sosial pada siswa akselerasi di SMPN 1 Malang. Penelitian ini merupakan penelitian kuantitatif korelasional. Subjek penelitian ini diambil dari seluruh siswa akselerasi yang ada di SMPN 1 Malang yang berjumlah 46 siswa. Instrumen yang digunakan untuk mengambil data adalah dengan menggunakan dua skala, yaitu skala kematangan emosi dan skala penyesuaian sosial. Teknik analisa data dalam penelitian ini menggunakan uji korelasi product moment. Berdasarkan hasil penelitian diketahui bahwa terdapat hubungan positif yang sangat signifikan antara kematangan emosi dengan penyesuaian sosial (r =0,794, p<0,01). Artinya bahwa apabila kematangan emosi siswa akselerasi tinggi biasanya akan di ikuti dengan penyesuaian sosial yang tinggi, begitu juga ]jm''sebaliknya. Adapun besarnya sumbangan efektif kematangan emosi dengan penyesuaian sosial sebesar 63%, sedangkan sisanya 37% disebabkan oleh faktor lain.

AM 2 This volume includes the special topic section on Strength-Based Assessment, Youth Development, and School Success. The Center for School-Based Youth Development at the University of California, Santa Barbara (UCSB) is sponsoring this special section of The California School Psychologist. Resources for this initiative were made possible through a Gevirtz Graduate School of Education -Funds for Excellence Grant from Don and Marilyn Gevirtz. It is the mission of the UCSB Center for School-Based Youth Development to enhance school engagement for all students through strength-based assessment and targeted interventions designed to promote social and cognitive competence. This mission is facilitated through research and development and by increasing the cadre of educators who are knowledgeable about and support a comprehensive and coordinated approach to student support services. Drs. Furlong, Jimerson, Morrison, and Cosden are the UCSB faculty collaborating to establish the Center for School-Based Youth Development. For additional information about the Center, you may visit its website at www.education.ucsb.edu/school-psychology.

Abstract: There is a relationship between people&apos;s emotional maturity and coping methods they prefer. Less emotionally mature people tend to prefer rather primitive and often inefficient coping methods, while more mature people lean towards more sophisticated and more useful methods. Aim of the study to examine the relationship between emotional maturity and ways of coping of students who are pursuing rehabilitation studies. Participants consisted of a purposively selected 60 students respect to their course and gender.30 male students and 30 female students. Participants completed self-reported measures of emotional maturity scale and ways of coping questionnaire. The results indicating relation between emotional maturity has correlation with confrontive coping and positive reappraisal coping. Positive reappraisal coping were found negatively correlated with emotional maturity and this correlation is highly significant. There is no significant difference in level of emotional ...

Family is essentially made of those people who look after, who play a crucial role in our upbringing and who teach us such lessons in life. This thesis is intended to explore the major effects on adolescents with separated parents in terms of Emotional Maturity, Interpersonal Communication, and Anxiety. The researchers also compare variables to adolescents with non-separated parents. The scope of this study was given to 50 adolescents ages 17-21 with separated parents and 50 who were in intact families from Lyceum of the Philippines University-Batangas (N=100, 50 for non separated and 50 for separated).The researchers used quantitative method. Anova and Pearson-R were used to determine the results. The results show that the three variables have significant differences on separated parents. While Anxiety has a bigger impact on those adolescents with separated parents than with the non separated, Interpersonal Communication has no significant difference on adolescents with non separated parents. INTRODUCTION Karl Zinsmeister (2001)noted that " We talk about drug crisis, the educational crisis and the problem of teen pregnancy and juvenile crime. But all these ills trace back predominately to one source: broken families ". Family is the basic unit of society. It is composed of a mother father and children who live in home. A word ―home‖ may be alternated to the word ―house‖ but is more appropriately referring to the material structure, whereas ―home‖ refers to the intangible things that bind together the family members. It is the immeasurable and priceless love and care that keep one family together. A country can be productive and governance will be effective if the citizens are properly oriented of good values and virtues, which is commonly taught

In the present research we examine the association between perceived maturity of a group and willingness to form a romantic relationship with a member of that group. In Study 1, we tested the validity of a 2-item measure of self-reported maturity by assessing its relationship with existing measures of maturity and other related measures. The new measure showed evidence of being valid. In Study 2, we modified the scale to examine participants' perceptions of the maturity of fans of various interests (e.g., sport, music, media) and their degree of willingness to form romantic relationships with a member of each fan group. Results revealed a positive correlation between perceived maturity and willingness to date. Together, the results validate the short measure of maturity and demonstrate its utility in finding associations between perceived maturity, content of leisure interests, and prospects of romantic relationship formation.

Svi volimo bajke. Svi imamo topla, nežna sećanja na iste. One su imale svoju funkciju u to doba kad su zadovoljavale neke naše potrebe i pripremale nas za " zrelost ". Zanimljivo je što i kad odrastemo imamo omiljenu bajku. Ponekad, po njoj formiramo i svoj život sa malim izmenama (nekad damo srećan ili tužan kraj, bez obzira kakav je u " pravoj " priči). Sve češće mi na terapiju dolaze ljudi koji imaju ideju da je njihov najomiljeniji lik iz bajke baš Petar Pan. Nije to slučajno. Petar Pan će zauvek ostati dete. Zar ne bi to svako od nas želeo, makar i potajno iako ne priznajemo to? Zar ne bi bilo lepo da se " manemo " svih obaveza i odgovornosti i naći nekog ko će se o nama brinuti dok mi eto živurkamo u Nedođiji i doživljavamo strastvene avanture. Možda?! U Diznijevoj verziji Petra Pana, postoje dve paralelne priče. Jedna prati glavnog junaka, a druga devojčicu koja ima takoreći sporednu " glavnu " ulogu. Ona se zove Vendi. Vendi je najstarija od troje dece i predstavlja brižnu sestricu koja prepričava čarobne avanture njenog i njihovog omiljenog junaka Petra Pana. Veče pre nego će se desiti put u Nedođiju, njen tata naprasno odlučuje da je " prislili " da odraste tako što će je prebaciti u sobu za " odrasle devojčice ". Njena reakcija na to je potpuni šok i neverica. Ona se rastuži, razočara i neutešno traži podršku i razumevanje mame kako bi izbegla " odrastanje ". Onda dolazi Petar Pan i povede svo troje na najmagičnije putovanje od svih putovanja u zemlju mašte, zvanu Nedođija. Tokom boravka tamo Vendi bolje upoznaje svog junaka. Počinje da uočava da on osim toga što je hrabar i bezbrižan, ima i nedostatke. Ponekad oseća da Petar Pan ne može da se posveti drugima, nego samo svojim potrebama, a takođe i da je potpuno zaboravio svoj život pre Nedođije. Jedno veče posle burne avanture, ona shvati da sva deca koja otputuju u tu magičnu zemlju doživljavaju nekakvu " amneziju " u odnosu na svoj život pre toga. Najveći deo njih se ne može ni setiti kako njihova mama izgleda i ko je to uopšte. Ona ih pesmom i ušuškavanjem pre spavanja potseća zašto nam svima treba mama. U tom trenutku odlučuje da se vrati kući sa svojom braćom. Kad su se vratili kući, Vendi shvata da je to bilo njeno " poslednje " putovanje u Nedođiju jer ona ipak želi da odraste. Sama donosi odluku da želi da pređe u sobu za velike devojčice. Tužan deo priče, koji nam Dizni naravno ne prenosi jeste da Petar Pan i njegova družina predstavljaju dečake koji nemaju kome da se vrate i baš zato i " odlučuju " da zauvek ostanu u Nedođiji. Kad bi smo trebali da donesemo zaključak na nivou odrasle osobe, onda bi to bilo da zauvek ostanu deca oni koji misle da nemaju kome da se vrate. Oni koji su zaboravili da " sećanje na mamu " , njenu bezuslovnu ljubav i prihvatanje je vrednije od toga ostati zauvek deca. Emocionalna (ne)zrelost

The present study aims to investigate the relationship of emotional maturity and adjustment among high school adolescents of joint and nuclear families. Adolescent is a very critical age of any child with lots of physical and emotional changes which can dramatically affect their psyche and behaviour. Emotional maturity is the ability to understand and manage our emotions which helps us to achieve our life goals and desires. On the other hand adjustment is to make a change in our behaviours and needs just to be balanced with the environment. Both concepts play an important role in the life of an adolescent. The investigators used Adjustment Inventory for School Students (AISS) by Sinha & Singh (2005) and Emotional Maturity Scale (EMS) by Singh & Bhargava (1999) to test level of adjustment and emotional maturity of the sample. The age of sample population was 14 to 18 years. Sample (N=100) was randomly selected from different private and government schools of Patna city. Further the sample was categorized into male (N=50), female (N=50) and adolescents of joint family (N=50), adolescents of nuclear family (N=50) based on gender and type of family. Correlation analysis was used to find out the relationship between the variables on different dimensions. The results indicated a significant positive relationship of emotional maturity with adjustment (p˂.05) among high school adolescents. The relationship was also positive among male and female, joint family and nuclear family adolescents. Emotional maturity was found to have a negative correlation (p˂.05) with educational adjustment among high school adolescents.

The present study tried to find out the influence of Self Concept and Emotional Maturity and their influence of interaction on Leadership Behaviour of secondary school Heads in Kerala in terms of their gender, age, experience and type of management of their school. The invThe present  study tried to find out the influence of Self Concept and Emotional Maturity and their influence of interaction on Leadership Behaviour of secondary school Heads in Kerala in terms of their gender, age, experience and type of management of their school. The investigator approached 260 heads of the secondary schools throughout the Kerala to collect information regarding their Self Concept, Emotional Maturity and Leader Behaviour. The study found that the Self Concept of heads of secondary schools in Kerala does not have any significant influence on  their Leadership Behavior for the total sample and subsamples of males, females, age group one, experience group one, experience group two and government schools. But the influence is significant in the case of age group two heads and the heads of aided secondary schools. The influence of Emotional Maturity on Leadership Behavior of heads for the total sample and subsamples of males, age group two, experience group one, experience group two and heads of government schools is significant whereas it is not significant in the case of females, age group one and heads of aided schools. The influence of interaction of Self Concept and Emotional Maturity on Leadership Behaviour is not significant for the total sample and all the subsamples other than male heads and it is significant in the case of male heads. The study also reveals that the Self Concept and Emotional Maturity jointly contribute significantly in Predicting Leadership Behaviour of heads of Secondary Schools in Kerala. The percentage of joint contribution of Self Concept and Emotional Maturity in predicting Leadership Behaviour is 13.31 percent. The individual contributions of Self Concept and Emotional Maturity in predicting Leadership Behaviour is 0.024 percent and 13.14 percent respectively. The study recommends for organizing various effective training programme for heads of the school to enhance their Self Concept, Emotional Maturity and Leadership Behaviour.

The present study tried to find out the influence of Self Concept and Emotional Maturity and their influence of interaction on Leadership Behaviour of secondary school Heads in Kerala in terms of their gender, age, experience and type of management of their school. The investigator approached 260 heads of the secondary schools throughout the Kerala to collect information regarding their Self Concept, Emotional Maturity and Leader Behaviour. The study found that the Self Concept of heads of secondary schools in Kerala does not have any significant influence on their Leadership Behavior for the total sample and subsamples of males, females, age group one, experience group one, experience group two and government schools. But the influence is significant in the case of age group two heads and the heads of aided secondary schools. The influence of Emotional Maturity on Leadership Behavior of heads for the total sample and subsamples of males, age group two, experience group one, experie...

Parents of children with intellectual disability (ID) suffer from comparatively emotional insecurity compared to parents of children without ID, especially during periods of crisis, such as the outbreak of coronavirus pandemic. This study aimed to investigate the consequences of Coronavirus as a predictor of emotional security among mothers of children with intellectual disabilities. Mothers of children with intellectual disabilities were considered for data collection. The study group of the research consists of 120 mothers who have children with intellectual disabilities. They aged 23-55 years, (M= 43.23, SE=0.075). Consequences of Coronavirus Questionnaire (CCQ-20) and Emotional Security Scale (ESS-20) were used to collect and analyze data. For this study, quantitative survey research was employed. The independent variable is the consequences of Coronavirus, and emotional security is the dependent variable. The independent variable is the consequences of Coronavirus, and emotional security is the dependent variable. To test the hypotheses of the study, Pearson correlation and Linear regression analysis were conducted. Findings indicate that the independent variable (Coronavirus) contributed to the prediction of emotional security among mothers of children with intellectual disabilities. Findings of the current study indicate that the greater the Consequences of Corona, the less emotionally secure the mother is likely to feel during the COVID-19 lockdown in Saudi Arabia.

A joint analysis of the concepts of "emotional intelligence" and "burnout" allows finding new ways to protect against the adverse effects of chronic stress. It is known that emotional competencies are determined by gender and gender, but this aspect needs to be clarified. A longitudinal study was conducted in a female sample (575 students and 96 teachers from different regions of Ukraine) to determine the dynamics of burnout in calm and stressful periods and trace the correlation of symptoms with emotional abilities. The structural components of emotional intelligence (reflection, self-regulation, empathy, expressiveness, and acceptance of one's own emotions) and manifestations of burnout were measured; three diagnostic sections were made at the beginning of the academic year, after the winter and spring examination sessions. Significant growth of all burnout indicators during the annual training cycle (MANOVA) was recorded. The effect of the accumulation of fatigue (exhaustion) was robust in teachers and graduate students. At the same time, after the session, students grew a sense of self-efficacy, compensating for the resources spent. Comparison of means in six subsamples of students in grades 1-5 and teachers (ANOVA) showed that structural changes in emotional competencies describe the adaptive potential of a certain age period. The developed empathy and selfregulation are the main signs of women's emotional maturity after graduation. The structure of correlations between burnout parameters and emotional competencies differed in different groups. The most significant contribution to preventing burnout in students is made by reflection and self-regulation, in teachers-by self-regulation, empathy, and acceptance of one's feelings. The negative correlation between emotional abilities and symptoms of burnout is exacerbated during times of stress. It is concluded that there are two mechanisms of the protective influence of emotional intelligence: direct, which prevents exhaustion by controlling and regulating negative emotions, and indirect, through a sense of self-efficacy resulting from the successful overcoming of professional challenges.

While many studies on restorative justice conferencing (RJC) for youth offenders have shown favourable outcomes such as victim satisfaction and fairness, and offender accountability and perceived legitimacy, other studies have demonstrated more problematic outcomes in terms of mutual understanding, sincerity of apology and reoffending. Given the complexity of RJC as a concept and as a process, such ‘limits’ might be attributed to the capacity and characteristics of youth offenders. To date, however, there has been little examination of developmental, cognitive or environmental impediments on the part of youth offenders in terms of achieving restorative outcomes in RJC. This article discusses the potential impacts of limited developmental and cognitive capacities of youth offenders on the RJC process and outcomes.

The aims of this study is to investigate the correlations among the self-confidence, emotional maturity and the democratic-parenting with the youth delinquency. The subjects of this study were 46 students of class X of SMK Muhammadiyah,Malang. Based on the correlation and the regression analysis were obtained there were no correlation among the emotional maturity variable and the democratic parenting with the youth delinquency. Expectionally the self-confidence, there was significant and negative correlation with youth delinquency. The more self confidence, the less youth delinquency.

The research study focused on recreational interest and emotional maturity of higher secondary students. Descriptive survey method was employed to collect the data through questionnaire by adopting simple random sampling technique. The population of the present investigation is all the higher secondary students studying in Sankarankovil taluk, Tirunelveli district, Tamilnadu. The size of the sample comprised 310 higher secondary students was selected from ten schools. The results indicated that, the level of recreational interest and emotional maturity of higher secondary students are found to be moderate with regard to locality of the school. The research reveals that the rural school students are better than the urban school students in their recreational interest and emotional maturity and there is a significant influence of recreational interest on emotional maturity of higher secondary students.

For children with Attention Deficit Hyperactivity Disorder (ADHD), their emotional maturity level may be well below that of their non-ADD counterparts. Present study aimed at studying emotional maturity and adjustment in ADHD children. The total samples of the present study comprised 60 children out of these 30 were ADHD children and 30 were non-ADHD children. Emotional maturity was measured by Emotional maturity scale (EMS) and adjustment was measured by adjustment Inventory for school students (AISS). Significant differences were detected between the ADHD group and control group on all the dimensions of Emotional maturity except emotional Regression on all the dimensions.

This dissertation addresses the problem of toxic leadership, especially in Christian contexts. Toxic leadership behaviors of narcissistic and obsessive-compulsive leaders will be emphasized. To counteract toxic Christian leadership, this dissertation proposes a leadership development model, called formational leadership, which is based on Wesleyan spirituality. Formational leadership emphasizes the spiritual, emotional, and ethical development processes in the leader and includes an analysis of orthokardia, orthodynamis, and orthopraxis. These components have a circular relationship with one another. Orthokardia includes the concepts of spiritual and emotional maturity that a Christian leader needs to develop in order to become an ethical and effective leader. Orthodynamis includes right power and influence motives based on Christian affections that should inform formational leadership. Orthopraxis refers to right and just leadership behaviors informed by Wesley's social holiness and justice values that need to be adopted as organizational core values. The implications of these components for leadership development are outlined in chapters 4-6 that include practical steps for helping toxic leaders change their dysfunctional and sinful intentions and behaviors.

Marital infidelity is a multi-faceted problem that has the tendency of an interpersonal and environmental dimension. This paper focuses on investigating the relationship between religious orientation, emotional maturity, and identity styles with talent of marital infidelity in married women and men in Tehran, Iran. The research method was by correlation and the study sample consists of 121 subjects (62 women and 59 men) who were selected by available sampling method. Marital infidelity, religious orientation, emotional maturity, and identity styles questionnaires were used to collect data. Correlation method and regression analysis was used to determine the predictive factors. The results indicated that there was no significant relationship between religious orientation and marital infidelity. On the other hand, there was a positive and significant relationship between emotional maturity and marital infidelity. The results also showed that from the four identity styles, only confused and committed identity styles are related to marital infidelity. Regression results also showed that commitment and emotional maturity in two steps significantly predicted 22% variance of marital infidelity.

While many studies on restorative justice conferencing (RJC) for youth offenders have shown favourable outcomes such as victim satisfaction and fairness, and offender accountability and perceived legitimacy, other studies have demonstrated more problematic outcomes in terms of mutual understanding, sincerity of apology and reoffending. Given the complexity of RJC as a concept and as a process, such ‘limits’ might be attributed to the capacity and characteristics of youth offenders. To date, however, there has been little examination of developmental, cognitive or environmental impediments on the part of youth offenders in terms of achieving restorative outcomes in RJC. This article discusses the potential impacts of limited developmental and cognitive capacities of youth offenders on the RJC process and outcomes.

The present paper discussed on emotional maturity and self concept at higher secondary students. The study attempts to analyze the various aspects of emotional maturity and self concept among higher secondary students. The end of the twentieth century and beginning of the twenty first century have seen on unprecedented upsurge in activities revolving around the teenage adolescence students. It is the dire need of the hour that as teenage adolescence students we should have proper emotional development to rightly use our human emotions. So our human mind has something vital to do with human emotions and we should give a self concept to control our emotions with the mind! But our emotions need to be understood, taught, trained and controlled by the mind! Emotional maturity moves beyond &quot;intelligence&quot; to a higher state of consciousness, guided by what one senses, feels and intuits, and one&#39;s heart. Emotional maturity and self concept is a tool for promoting students menta...

Emotional intelligence is ability to understand, express and control one’s own emotions. This ability of understanding one’s own emotions makes the individual competent to understand others emotions accordingly. As individuals grow older they confront with numerous expectations from their parents, teachers and friends. They are expected to perform better in their academic along with participating in social activities. The ‘pressure’ of securing good position in academic may hinder their emotions. Academic achievement may be influenced by emotional intelligence and emotional maturity of the pupil. This paper is an attempt to assess emotional intelligence and emotional maturity of college students in Sikkim and further it will assess the relationship of these two variables with academic achievement of students. Tools used for the study are Emotional Intelligence Inventory by S.K. Mangal and S. Mangal and Emotional Maturity Scale by Roma Pal. Sample size was 122 which were randomly tak...

A joint analysis of the concepts of &quot;emotional intelligence&quot; and &quot;burnout&quot; allows finding new ways to protect against the adverse effects of chronic stress. It is known that emotional competencies are determined by gender and gender, but this aspect needs to be clarified. A longitudinal study was conducted in a female sample (575 students and 96 teachers from different regions of Ukraine) to determine the dynamics of burnout in calm and stressful periods and trace the correlation of symptoms with emotional abilities. The structural components of emotional intelligence (reflection, self-regulation, empathy, expressiveness, and acceptance of one&#39;s own emotions) and manifestations of burnout were measured; three diagnostic sections were made at the beginning of the academic year, after the winter and spring examination sessions. Significant growth of all burnout indicators during the annual training cycle (MANOVA) was recorded. The effect of the accumulation of ...